Study of the impact of depression on the school performance of primary school students in Kénitra, Morocco

Imane JAGHROR; Hafida JAGHROR; Siham AIT SALHI; Leila BIKJDAOUENE

Keywords:

Depression, school performance, primary school student, education, Kenitra, Morocco

Abstract

The objective of this study is to evaluate the prevalence of depression among primary school students and to analyze its impact on their school performance in a sample of 205 students, aged 8 to 14 years with an average age of 10.37, enrolled in primary schools in the city of Kenitra. To do this, we used the CDI (Children depression inventory) test and the overall average obtained at the end of the school year to assess school performance. Initially, we studied these dimensions based on the students' gender and age. Our results indicate that older students show more depressive states than younger students (p-value = 0.014 and F = 1.709), and as students age, their performance decreases (p-value = -0.224). Additionally, girls have significantly higher depression scores than boys (F = 8.082; p-value = 0.05) and are more engaged in their schooling and perform better (X2 = 17.6 and p < 0.005). Subsequently, we focused on correlational analyses which showed that depressive state negatively affects school performance (r = -0.355; p < 0.01). This study concludes that depressive state is likely to lead to a decline in school performance. It is therefore essential to implement preventive and supportive strategies to improve students' well-being and promote their school success.
References
1. Ben Haman, O. (2021). The Moroccan education system, dilemma of language and think-tanks: the challenges of social development for the North African country. The Journal of North African Studies, 26(4), 709-732.
2. Berrada, K., El Kharki, K., & Ait Si Ahmad, H. (2022). Science Education in Morocco. In Science Education in Countries Along the Belt & Road: Future Insights and New Requirements (pp. 93-112). Singapore : Springer Nature Singapore.
3. Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of general psychiatry, 60(8), 837-844.
4. Dao, D. M. (2025). Prevalence and patterns of anxiety, depressive, hyperactivity, and inattention symptoms among secondary and high school students: A cross-sectional study. Multidisciplinary Reviews, 8(5), 2025161-2025161.
5. Domènech-Llaberia, E., Viñas, F., Pla, E., Jané, M. C., Mitjavila, M., Corbella, T., & Canals, J. (2009). Prevalence of major depression in preschool children. European child & adolescent psychiatry, 18, 597-604.
6. Egan, H., O’Hara, M., Cook, A., & Mantzios, M. (2022). Mindfulness, self-compassion, resiliency and wellbeing in higher education: a recipe to increase academic performance. Journal of Further and Higher Education, 46(3), 301-311.
7. Fu, J. N., Yu, W. B., Li, S. Q., & Sun, W. Z. (2024). A bibliometric analysis of anxiety and depression among primary school students. Frontiers in Psychiatry, 15, 1431215.
8. Fundudis, T. (1991). Developmental differences in the factor structure of the Children's Depression Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 3(1), 38–45.
9. Hicham, C. (2018). evaluation des habitudes de vie et de l’état de santé mentale en relation avec la performance scolaire chez des lycéens marocains de la région de béni mellal.These de doctorat. Universite Sultan Moulay Slimane. Faculté des Sciences et Techniques Béni-Mellal.pp.163.
10. Jarvie, S. H., & Metz, C. L. (2024). Are You Okay? : Examining the Role of Student Mental Health in the Online Classroom. In Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education (pp. 1-15). IGI Global.
11. Johnson, S. B., Riley, A. W., Granger, D. A. et Riis, J. (2013). The science of early life toxic stress for pediatric practice and advocacy. Pediatrics, 131(2), 319-327.
12. Kovacs, M. (1983). Children's Depression Inventory (CDI). New York: Multi-Health Systems.
13. Larsson, B., & Melin, L. (1992). Prevalence and short-term stability of depressive symptoms in schoolchildren. Acta Psychiatrica Scandinavica, 85(1), 17–22.
14. Osipov, A. Y., Ratmanskaya, T. I., Zemba, E. A., Potop, V., Kudryavtsev, M. D., & Nagovitsyn, R. S. (2021). The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic. Physical education of students, 25(1), 20-27.
15. Park, Y., Thor, P., & Yang, S. (2024). Risk and Resilience Focusing on Depression and Conduct Disorder: A Comprehensive Literature Review. Adversity and Resilience Science, 5(2), 123-139.
16. Plusquellec, P., Trépanier, L., Juster, R. P., Marin, M. F., Sindi, S., François, N., ... & Lupien, S. (2015). Étude pilote des effets du programme DéStresse et Progresse chez des élèves de 6 e année du primaire intégrés dans une école secondaire. Éducation et francophonie, 43(2), 6-29.
17. Rey, J. M., Bella-Awusah, T. T., & Liu, J. (2015). Depression in children and adolescents. IACAPAP e-textbook of child and adolescent mental health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions, 1-36.
18. Saoudi, K., Chroqui, R., & Okar, C. (2020). Student achievement in Moroccan student achievement in Moroccan educational reforms: A significant gap between aspired outcomes and current practices. Interchange, 51(2), 117-136.
19. Siaud-Facchin, J. (2005). Trouble des apprentissages scolaires? Enfants surdoués? Quels liens. Approche Neuropsychologique des Apprentissages chez l’Enfant, 81, 7-15.
20. Weng, X., Tang, R., Chen, L., Weng, X., Wang, D., Wu, Z., ... & Zhang, C. (2024). Pathway from childhood trauma to nonsuicidal self-injury in adolescents with major depressive disorder: the chain-mediated role of psychological resilience and depressive severity. European archives of psychiatry and clinical neuroscience, 1-9.
21. Zhang, J., Zheng, S., Hu, Z., & Wang, J. (2024). Effects of mindfulness on depression in college students: mediating role of psychological resilience and moderating role of gender. BMC psychology, 12(1), 27.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

JAGHROR, I., JAGHROR, H., AIT SALHI, S., & BIKJDAOUENE, L. (2025). Study of the impact of depression on the school performance of primary school students in Kénitra, Morocco. Multidisciplinary Reviews, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/mr/article/view/8333

[1] Ben Haman, O. (2021). The Moroccan education system, dilemma of language and think-tanks: the challenges of social development for the North African country. The Journal of North African Studies, 26(4), 709-732.

[2] Berrada, K., El Kharki, K., & Ait Si Ahmad, H. (2022). Science Education in Morocco. In Science Education in Countries Along the Belt & Road: Future Insights and New Requirements (pp. 93-112). Singapore : Springer Nature Singapore.

[3] Costello, E. J., Mustillo, S., Erkanli, A., Keeler, G., & Angold, A. (2003). Prevalence and development of psychiatric disorders in childhood and adolescence. Archives of general psychiatry, 60(8), 837-844.

[4] Dao, D. M. (2025). Prevalence and patterns of anxiety, depressive, hyperactivity, and inattention symptoms among secondary and high school students: A cross-sectional study. Multidisciplinary Reviews, 8(5), 2025161-2025161.

[5] Domènech-Llaberia, E., Viñas, F., Pla, E., Jané, M. C., Mitjavila, M., Corbella, T., & Canals, J. (2009). Prevalence of major depression in preschool children. European child & adolescent psychiatry, 18, 597-604.

[6] Egan, H., O’Hara, M., Cook, A., & Mantzios, M. (2022). Mindfulness, self-compassion, resiliency and wellbeing in higher education: a recipe to increase academic performance. Journal of Further and Higher Education, 46(3), 301-311.

[7] Fu, J. N., Yu, W. B., Li, S. Q., & Sun, W. Z. (2024). A bibliometric analysis of anxiety and depression among primary school students. Frontiers in Psychiatry, 15, 1431215.

[8] Fundudis, T. (1991). Developmental differences in the factor structure of the Children's Depression Inventory. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 3(1), 38–45.

[9] Hicham, C. (2018). evaluation des habitudes de vie et de l’état de santé mentale en relation avec la performance scolaire chez des lycéens marocains de la région de béni mellal.These de doctorat. Universite Sultan Moulay Slimane. Faculté des Sciences et Techniques Béni-Mellal.pp.163.

[10] Jarvie, S. H., & Metz, C. L. (2024). Are You Okay? : Examining the Role of Student Mental Health in the Online Classroom. In Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education (pp. 1-15). IGI Global.

[11] Johnson, S. B., Riley, A. W., Granger, D. A. et Riis, J. (2013). The science of early life toxic stress for pediatric practice and advocacy. Pediatrics, 131(2), 319-327.

[12] Kovacs, M. (1983). Children's Depression Inventory (CDI). New York: Multi-Health Systems.

[13] Larsson, B., & Melin, L. (1992). Prevalence and short-term stability of depressive symptoms in schoolchildren. Acta Psychiatrica Scandinavica, 85(1), 17–22.

[14] Osipov, A. Y., Ratmanskaya, T. I., Zemba, E. A., Potop, V., Kudryavtsev, M. D., & Nagovitsyn, R. S. (2021). The impact of the universities closure on physical activity and academic performance in physical education in university students during the COVID-19 pandemic. Physical education of students, 25(1), 20-27.

[15] Park, Y., Thor, P., & Yang, S. (2024). Risk and Resilience Focusing on Depression and Conduct Disorder: A Comprehensive Literature Review. Adversity and Resilience Science, 5(2), 123-139.

[16] Plusquellec, P., Trépanier, L., Juster, R. P., Marin, M. F., Sindi, S., François, N., ... & Lupien, S. (2015). Étude pilote des effets du programme DéStresse et Progresse chez des élèves de 6 e année du primaire intégrés dans une école secondaire. Éducation et francophonie, 43(2), 6-29.

[17] Rey, J. M., Bella-Awusah, T. T., & Liu, J. (2015). Depression in children and adolescents. IACAPAP e-textbook of child and adolescent mental health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions, 1-36.

[18] Saoudi, K., Chroqui, R., & Okar, C. (2020). Student achievement in Moroccan student achievement in Moroccan educational reforms: A significant gap between aspired outcomes and current practices. Interchange, 51(2), 117-136.

[19] Siaud-Facchin, J. (2005). Trouble des apprentissages scolaires? Enfants surdoués? Quels liens. Approche Neuropsychologique des Apprentissages chez l’Enfant, 81, 7-15.

[20] Weng, X., Tang, R., Chen, L., Weng, X., Wang, D., Wu, Z., ... & Zhang, C. (2024). Pathway from childhood trauma to nonsuicidal self-injury in adolescents with major depressive disorder: the chain-mediated role of psychological resilience and depressive severity. European archives of psychiatry and clinical neuroscience, 1-9.

[21] Zhang, J., Zheng, S., Hu, Z., & Wang, J. (2024). Effects of mindfulness on depression in college students: mediating role of psychological resilience and moderating role of gender. BMC psychology, 12(1), 27.

Abstract

References

How to cite